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Title: Do I Really Have To Live My Life The Way People Tell Me?
Topics: Graffiti, Stereotypes, Body Image, Investigative Reports, Persuasive Speeches, Debates
Year Level: 10
Unit Length: 10 weeks

Understanding how to use the English language in all of its mediums is an extremely important
skill that must be given time to develop. In particular, understanding how ideas are conveyed
through different text types, and similarly creating their own pieces of work that exhibit the same
methods and ideas is a key skill that will be explored in this unit of work. In particular, students will
be working with ideas and concepts that are relevant to their lives. A consideration of the societal
impacts of graffiti will be followed by an examination of the way in which stereotypes are
purported in film, before an investigative report on the issues of body image, before finally
considering how the greatest orators of the modern age have perfected their craft in order to use
speech as an emotive and persuasive tool. Each of these modes of work will encourage students to
explore the how and the why of text production and why certain issues are better explored
through certain text mediums.
This unit has been designed for a Year 10 English class of 24 students, four of whom are male.
These students are members of Reynella East College, which is situated in the southern suburbs of
Adelaide. English classes at Reynella East College are streamed, and this particular class is known
as the Studies, or Advanced class. As such, modifications have been made in order to stretch the
students to complete more complicated work.
As well as this, there are two Indigenous students in this class, as well as one student with Islamic
beliefs. As such, my planning has sought to respect their beliefs and culture. The texts used, and
clips shown were chosen so that both body image could be analysed and respect for their culture
could be demonstrated. The investigative report allowed students to consider their own sources in
relation to body image, and as such, this provided an opportunity for students to express their
own views using sources which they found to be culturally appropriate.
Stage 1 Desired Results
Taken from the Australian Curriculum Year 10 Framework
Understand how language use can have inclusive and exclusive social effects, and can
empower or disempower people (ACELA1564)
Understand that peoples evaluations of texts are influenced by their value systems, the

context and the purpose and mode of communication (ACELA1565)
Understand how paragraphs and images can be arranged for different purposes,
audiences, perspectives and stylistic effects (ACELA1567)
Compare and evaluate a range of representations of individuals and groups in different
historical, social and cultural contexts (ACELT1639)
Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
Analyse and evaluate how people, cultures, places, events, objects and concepts are
represented in texts, including media texts, through language, structural and/or visual
choices (ACELY1749)
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content to
influence a course of action (ACELY1751)
Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how
these are influenced by purposes and likely audiences (ACELY1752)
Students will understand that
People are not just constructs of society,
they are individuals
Stereotypes are not set in stone, and
can be broken down
Words, whether written or spoken, are
Essential Questions:
How does the use of written and spoken
word influence me?
What role do stereotypes play in the
way I live my life?
Students will know
Graffiti is not considered positively by
many members of the community, nor is
it looked upon positively by the law
The Breakfast Club intends to break
down the general stereotypes found in
Character development assists the
Students will be able to
Write in a range of forms to express
their opinions (essays, reports,
speeches, debates)
Analyse text mediums for character
Consider the ways in which stereotypes
can be broken down

formation of or breaking down of
stereotypes in society
Body image is a social construct and is
a daily struggle for some individuals
Persuasive speech is as much about
content as it is delivery
Evaluate the moral positions
represented in texts
Stage 2 Assessment Evidence
Performance Tasks:
Performance Task 1 Graffiti Essay
In this task, students will complete an essay prescribed by the SA Police on the topic of graffiti.
This essay can be presented in a visual format, but must include information regarding the history,
implications, and cost of graffiti to our society. The essay must also demonstrate consideration of
possible solutions to the issues of graffiti.
Performance Task 2 Trimester Exam
In this task, students will be asked to write an essay under exam conditions regarding one of the
novels the class read in the previous term. Students may also be completing comprehension as a
part of the exam.
Formative Task 1 The Breakfast Club report
Students will consider one of the five main characters from the film The Breakfast Club and will
write a report which considers how stereotypes have impacted on the way in which the character
has been perceived right throughout the film. The report should consider whether the student
thinks that their chosen character has been portrayed in the manner which they would want to
have been portrayed. Students will be assessed on their ability to construct the report (including
images, subheadings, etc. if appropriate) as well as the analysis of the stereotypes in question.
Formative Task 2 Investigative Report draft
This task will involve students investigating whether a persons girth is related to their worth.
Students will need to locate their own sources, although some scaffolding will provide potential
starting places for research. Students will consider both sides of the argument in their report
before providing their personal opinion in response to this question. This report will be submitted
as a draft, before later being used to formulate a speech.

Performance Task 3 Investigative Report & Speech
At the same time as submitting the final copy of the investigative report, students will also be
completing a speech which they will give in front of the class. This speech will be based on the
stereotype which they have considered for their Investigative Report. Having considered elements
of persuasive speeches, students will be assessed on their content knowledge, as well as their use
of persuasive techniques in their presentation. The written report will also be due for submission,
and will be assessed in conjunction with the speech.
Performance Task 4 - Debate
In this final task, students will be placed into groups of three, and will conduct a debate against
another group of three. Students will be peer-assessed for their ability to know their content, their
rebuttal skills, as well as their public speaking demeanour.
Key Criteria:
Refer to the Appendices for task sheet s and assessment rubrics for each of these Performance

Other Evidence:
Conferencing during class with groups
Evidence of group and individual drafts

Stage 3 Learning Plan
Learning Activities:
5 lessons a week at 50 minutes each = 250 minutes per/week
Week 1 - Graffiti Essay
In this week, students will be working towards completing an essay for the SA Police, an essay based
on the Polices chosen topic of Graffiti. In the initial lesson, students will explore the concept of
graffiti, and how it differs from street art, which is considered to be more of an art form than graffiti,
and in particular, tags. Students will be asked to complete their own research on the issues, and begin
formulating an essay, or another negotiated response. Students will be given time in computer labs in
order to complete their own research and begin writing their responses. They will be given this week
for class time to complete the work, and this piece of work will be due at the end of Week 2.

Week 2 Exam Week
This week students will take part in their trimester exam and this will take place in their double
lesson on Thursday. Prior to that lesson, we will consider some exam preparation, including reading
comprehension, and revision on the key issues from the texts studied last term. On Friday, students
will need to submit their graffiti essays, and may use Fridays lesson to complete it. Should students
finish their essay early, they will be asked to consider listing some common stereotypes that they see
in film and TV, providing examples of each.

Week 3 Stereotypes (The Breakfast Club)
This week, we will begin exploring stereotypes and how they are demonstrated in media. Firstly, we
will consider what a stereotype actually is, and whether they are true and accurate representations of
the people whom we brand with these stereotypes. Further, we will explore character development
through television shows. Students will be asked to watch a TV show at home of their choice, and to
write Tweets throughout the episode based on how their character develops. I will scaffold this
through talking through how I have created a Twitter feed based on Sheldon from The Big Bang
Theory. After this consideration of character development, the class will watch The Breakfast Club,
armed with a series of worksheets which they should notate on throughout the viewing of the film.
These notes will enable students to make more accurate judgements and observations when we
come to discuss elements of the film in the final lesson of the week. We will discuss character
development and the use of stereotypes and how this affects how we perceive the film as viewers.
Students will finish this lesson by writing their own review of the film in 140 characters or less.

Week 4 The Breakfast Club
In this week, students will be working on their own responses to the film, and this will form some
formative work that will then provide a framework for the piece of summative work which will be
scaffolded early in the week before students go on to complete it throughout the rest of the week.
The summative piece of work concentrates on the aspects of character development students will
choose one of the main characters and discuss how the filmmakers have portrayed that character
according to popularly used stereotypes. Students will be given three lessons this week in the
computer labs once more to complete this report, and it should be submitted at the end of the week.

Week 5: Body Image Investigation
In this week, we will consider body image through a range of methods. We will consider historical

perspectives of body image, before considering how bodies are represented in language mediums.
We will explore how the shape and size of our bodies are closely linked with the common stereotypes
that are seen in our society. This week will also see the explicit scaffolding of the body
image/stereotype investigation that will be the focus for the next four weeks.

Week 6: Body Image/Stereotype Investigation
This week is purely designed to allow students the opportunity to develop their investigative reports.
The reports should demonstrate a deep level of researching ability, and understanding. This report is
designed to encourage students to inquire about the ways in which stereotypes are purported across
the media. The draft of the investigative report should be handed up at the end of this week.

Week 7: Persuasive Speech
Students will receive their drafts back in this week, and the expectation will be that students will
continue working on the good copy ready to be submitted at the end of week 8. In this week we will
also consider the structure and purpose of famous speeches analysing speeches from presidents
and CEOs of companies for their persuasive techniques. Students will also be asked to develop a
speech based on their choice of investigation. In this speech, students will take on the persona of a
chosen individual and make a passionate case based on the topic of their investigative report. The
speech and the report will both be performance tasks for this unit.

Week 8: Persuasive Speech
This week will be spent working on both the good copies of the investigative report and the speeches.
In the double lesson of this week, students will deliver their speeches, and need to be prepared to do
so. If we do not get through everyones speech on Thursday, time will be given on Friday to finish the
speeches off. By the end of Fridays lesson, both the speeches and investigative reports should be
ready for marking.

Week 9: Debating Skills
In this week, students will be involved in developing skills in relation to debating. We will consider
how a structured debate operates, and skills including making effective rebuttals. During this week,
we will also form teams in order to prepare for the great debates that are made in the final week of
the term. There will be six teams of three three debates will take place on different topics, and one
team will be speaking affirmatively while the other will argue against the proposition. There will be
provisions made to allow the groups to discuss and prepare ideas.

Week 10: Debating
This is the final week of the term and this week will culminate with the three debates that will take
place in the final double lesson on Thursday. In Mondays lesson, we will explore how peer
assessment will work on the Thursday. The marking scheme will be developed so as to allow students
the opportunity to mark their peers based on the strength of their argument, the fluency of their
expression, and their rebuttal abilities. In the final lesson of the term, which will only be of thirty
minutes in length, students will complete some unit closure activities.
The Breakfast Club
YouTube clips of famous speeches
Newspaper and magazine covers and articles relating to body image